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From School Library to Library Learning Commons: a Pro-Active Model For

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From School Library to Library Learning Commons: a Pro-Active Model For FROM SCHOOL LIBRARY TO LIBRARY LEARNING COMMONS A PRO-ACTIVE MODEL FOR EDUCATIONAL CHANGE MOIRA EKDAHL AND SYLVIA ZUBKE, EDITORS BC Contributors: Vancouver School District #39 Teacher-librarians in School Districts #8, 23, 36, 39, 57, 73 Elementary and Secondary Teacher‐Librarians First published: May 2014, updated by Heather Daly in May 2017 Today’s students learn in a dynamic world where information changes and expands as fast as technological innovation. As information grows exponentially in multiple formats, learners are challenged to think critically, search effectively, construct meaning and learning products ethically, and choose from amongst a vast array of resources, tools, and services in order to create possibilities for shaping and sharing new knowledge. — American Association of School Librarians School library programs continue to undergo momentous changes that have heightened the importance of technology and evidence-based learning. The focus has moved from the library as a confined space to one with fluid boundaries that is layered by diverse needs and influenced by an interactive global community. Guiding principles ... must focus on building a flexible learning environment with the goal of producing successful learners skilled in multiple literacies. — American Association of School Librarians TABLE OF CONTENTS Introduction 3 Moving Toward A Library Learning Commons: The Concept 4 Performance Standards: One Way To Look At This 6 Checkpoint! 7 Core Value: Access 8 Core Value: Student Success 9 The Pro-Active Model For School-Wide Change 10 Professional Capital 11 The LLC As A Project; The LLC As A Process 12 Program: The Library Learning Commons 13 Program: The Virtual Learning Commons 14 Start The Shift: There Are Multiple Points Of Entry 15 TL Narratives: The Elementary LLC Experience 16 TL Narratives: The Secondary LLC Experience 20 District Narratives: The LLC Experience In Surrey And Prince George 27 Appendix 1: Instructional Role Of The Teacher-Librarian In The Library Learning Commons 28 References And Additional Readings 29 Acknowledgments 31 Furthermore 32 2 FROM SCHOOL LIBRARY TO LIBRARY LEARNING COMMONS: A PRO·ACTIVE MODEL FOR EDUCATIONAL CHANGE This document summarizes in part the work, over three years, of two groups of Vancouver teacher- librarians—one elementary and the other secondary—engaged in teacher inquiry. The inquiry groups have described, in both personal and professional terms, the continuum of change by which a school library becomes a Library Learning Commons in British Columbia (BC). They have been joined by voices of TLs throughout BC who have successfully undertaken similar initiatives. THE INQUIRY QUESTION: WHEN AND HOW DOES A SCHOOL LIBRARY BECOME A LIBRARY LEARNING COMMONS? INTRODUCTION While every Library Learning Commons is a school library, not every both physical and virtual resources. It promotes a culture of reading, school library is ready to be called a Library Learning Commons. literacy, and technology integration. The LLC offers print and digital A Library Learning Commons (LLC) is more than a school library collections that support multiple literacy levels, abilities, learning in that it grows to become the busy hub of the school. It is a place styles, and curricula. In fostering a love of reading, the TL helps where student success is the highest priority, and learning objectives students understand and appreciate these collections. are ambitiously pursued through collaboration between teacher- Rather than expecting members of the school to “hush” when librarians, teachers, and students. The transformation of a school inside the new library space, the LLC hums with collaboration and library into an LLC is one example of how a school can actively participation. At the same time, it offers both social and quiet address goals of change in response to new kinds of teaching and spaces to accommodate different learning needs. The LLC is a learning. This transformation is driven by teacher-librarian (TL) flexible space, and can meet the needs of individuals, groups, and staff with an innovative vision for teaching and an advisory council classes; often simultaneously. Enter the LLC and you will witness of students, teachers, and parents. much activity—from reading and computer usage to academic The LLC strives to empower students to be inquiring citizens and presentations and art performances. Overall, the LLC is constantly lifelong learners. As such, the LLC must provide a safe and welcoming adapting to new learning needs and new technologies. space. It values and enforces inclusiveness and equitable access to BRITISH COLUMBIA TEACHER-LIBRARIANS’ ASSOCIATION 3 MOVING TOWARD A LIBRARY LEARNING COMMONS: WHAT IS A LIBRARY THE LLC AND THE LEARNING COMMONS TL STRIVE TO: • Have an impact on teaching and learning in (LLC)? the school. Several important themes underpin teaching and learning in the context of an LLC model: • Be the hub of the school, centrally located, and open for class bookings. • Technology has had a dramatic effect. • Enrich learning by providing expertise in • Learning needs to be personal and meaningful. collaboratively designing and assessing learning and • Inquiry forms the basis for authentic and lifelong in promoting the love of reading. learning. • Work with teachers to co-design learning based on • Collaboration is required of all learners; that is, inquiry and to provide the contexts for creating new, amongst teacher-librarians, teachers, and students. original, and inspired content. • Provide balanced, rich, diverse, current, and THE GENESIS OF A LIBRARY professionally curated collections of print and digital LEARNING COMMONS IS THE resources that support multiple literacies and the BC curriculum. SCHOOL LIBRARY PROGRAM, BUT OTHER FACTORS ARE ALSO • Support students and teachers as they integrate technology with teaching and learning and as they IMPERATIVE: increasingly access information with a 24/7 Virtual • A teacher-librarian (TL) with a vision for teaching and Learning Commons. learning transformed by new possibilities. • Support goals for learning that are based on • A school community open to new ways of working current research, unique needs, and well-designed, together to enhance student learning. purposeful, and powerful intentions. • A shared valuing of opportunities for informed • Provide a learning environment that is welcoming, professional discourse. safe, and engaging; where the old sense of “hush” • Shared understanding of the role of a qualified TL has been replaced by a new “hub” role and a constant and the concepts that underpin the K-12 learning “hum” of activity. It is a busy place with a “yes, we commons approach. can” attitude from opening to closing. • Funding. • A supportive administrator. If you set out to build a Library Learning Commons and it didn’t make a difference to the learning or have an impact on teaching, it is not a Learning Commons! – Sylvia Zubke, Inquiry Conversations, May 2014 4 FROM SCHOOL LIBRARY TO LIBRARY LEARNING COMMONS: A PRO·ACTIVE MODEL FOR EDUCATIONAL CHANGE THE CONCEPT Embracing a Library Learning Commons model means being A LIBRARY LEARNING responsive to diverse needs; it requires shared vision and determination. Indeed, this is true of all inspired educational COMMONS (LLC): change: • Begins within a responsive and dynamic school library program. We must take the more vertiginous route that • Is dedicated to student-centred learning because successful scales the heights of professional excellence and learners are empowered citizens. public democracy. For it is this truly challenging • Produces enhanced student engagement and success. path that will lead us to the peaks of excellence • Requires funding because it represents a significant school and integrity in student learning and its and district investment of time, energy, resources, services, resulting high levels of achievement. tools, and shared expertise. • Is a real and virtual space that is managed by the TL and – Andy Hargreaves and Dennis Shirley, 2009 that enables access to tools, resources, and services. • Provides access that is physical, virtual, intellectual, socio- economic, and equitable. • Is a welcoming, safe, open, and supportive place that values mobility and flexibility of design both within the space and in the opportunities for learning. • Is unique in its attention to the particular learning needs of its educational community. • Is aligned with provincial, district, and school goals for curriculum and with 21st century teaching and learning. • Is a never-ending project, always “in beta”, as new resources, ideas, and tools differently enable the learning. • Is embedded in a culture of collaboration. • Participates in and encourages participation in the culture of the school. • Engages in a collaborative, self-renewing, and recursive process guided by the professional expertise of the TL. • Is a program that is grounded in the shared understanding that meaningful and important educational change occurs when there is professional commitment to innovative practice and collaborative implementation of new designs for learning. BRITISH COLUMBIA TEACHER-LIBRARIANS’ ASSOCIATION 5 PERFORMANCE STANDARDS: ONE WAY TO LOOK AT THIS SPACE WITH A LIMITED SCHOOL LIBRARY CLERK PROGRAM LIBRARY WITH LEARNING PROGRAM COMMONS ANALOGY Space created by others. Shelves can’t be moved. Shelves can be moved Shelves and furniture can PHYSICAL No program. A room with No virtual presence. with effort. Clearly be easily moved. Multiple AND VIRTUAL
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